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Ten perspectives on international-mindedness

How do students, teachers, and leaders in IB World School communities view the concept of international-mindedness? Ten IB community members share their perspective on the concept and why it is central to the IB educational philosophy.

Dr Saud Al Ammari, Legal Counsel and Member of the Board of Trustees, King Fahad Academy, London, England—”International-mindedness is the key to having a better understanding and appreciation of one another. In fact, in today’s troubled world, international-mindedness is perhaps the way for a brighter and more peaceful future. Our young men and women are the hope for a better world, and I am pleased to see the IB championing this trustworthy cause to enable them to achieve such a noble objective.”

Kevin Kahiro Maina, IB student, The Aga Khan Academy, Nairobi—“International-mindedness is best defined as a ‘frame of mind.’ Perhaps though, a ‘philosophy for living’ would be more appropriate for it enables and empowers individuals with the ability to perceive the world in a manner that disregards the ‘self’ and its prejudices while embracing a greater sense of the ‘other’.”

Liina Baardsen, IB Alumnus, Diploma Programme Curriculum Manager—“International-mindedness means the ability to see an opportunity in every encounter to both share life with a unique individual and a fellow human being. The greater our individual differences, the more difficult such encounters are likely to be. But they can also be some of the most rewarding experiences we have. When differences on an individual level seem big, our greatest aide is a search for what we share as human beings, which I believe is always more than what separates us.”

Mike Bostwick, Executive Director of Katoh Gakuen Bilingual School, Japan—“At the heart of international-mindedness is a frame of mind; a curiosity about the world, an openness towards things ‘other’, and a profound appreciation of the complexity of our world and our relationships to each other. You don’t have to be in an international context to develop this kind of mindset.”

Kris Kosaka, CAS Coordinator and teacher at Tamagawa Academy, Machida, Japan—”Students truly take ownership of a concept only by doing and experiencing it in practical terms. I believe international-mindedness is best taught by connecting with others around the globe or in the many different worlds to be found by stepping outside of accepted comfort zones in one’s back yard.”

Stuart Pollard, International Community School, London—“It is my belief that through engagement and action, linguistic competency and awareness, and an understanding of both national and international cultures, IB students are prepared to be successful global citizens of the future. International-mindedness is the foundation and the driver for this preparation.”

Qhalisa Khan, IB student, The Aga Khan Academy, Nairobi, Kenya—“International-mindedness is the ability to be receptive to a multitude of ideas and cognisant of various experiences worldwide. This includes being part of an international community which is both pluralistic and meritocratic. Multi-nationalism and respect for cultural diversity are also key components of global harmony. The development of human ingenuity to incorporate broader aspects of our global network is also an integral part of this.”

Simon Walker, Head of Berlin British School, Germany— “International-mindedness is a way of thinking; perhaps even a philosophy that has the possibility of leading us to a deeper and broader understanding of our complex world and our role within it. It can and should be made visible through the questions students ask and actions associated with global citizenship.”

Anthony Tilke, Librarian, United World College, Singapore—”International-mindedness is at the heart of an IB library. IB students, with their rich and diverse backgrounds and experiences, rightly make demands for multi-viewpoint and balanced resources to support inquiry, information, language and literacy needs.”

Dr. Darla Deardorff, Executive Director, AIEA, Duke University, USA—“Higher education institutions have increasingly found inter-cultural competence and international-mindedness to be core student outcomes of internationalization efforts. IB plays a key role in helping to prepare students not only for their future college careers in this regard but also for the diverse world in which they will live and work.”

International-mindedness is central to the IB mission and a foundational principle to its educational philosophy; it is at the heart of the continuum of international education.

An IB education creates learning communities in which students can increase their understanding of language and culture, developing as successful communicators with the skills needed for intercultural dialogue and global engagement.

Students, teachers, and leaders in the IB school communities have a range of perspectives, values, and traditions. The concept of international-mindedness builds on these diverse perspectives to generate a sense of common humanity and shared guardianship of the planet.

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The IB offers an education for students from age 3 to 19, comprising of four programmes that focus on teaching students to think critically and independently, and how to inquire with care and logic. The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they’ve left our programmes. We are supported by IB teachers and coordinators who develop and promote the IB’s curriculums in almost 5,000 schools globally every day, in over 150 countries around the world.